Anejo 6. Bibliografas Anotadas (sub-proyecto 4)Access to Supportive Relationships is Critical for Students at Risk of UnderachievementTypeJournal Article

AuthorSuzanne Weiss

Volume7

PublicationEducation Commission of the States (NJ3)

DateSeptember 2006

AbstractParents are the central source of emotional, financial and social support for their children. Many young people also have the benefit of relationships with adults other than parents--including teachers, coaches, grandparents, older siblings, neighbors and employers--who serve as informal mentors. These relationships provide youth with extra attention, affection, guidance and a sense of direction and self-worth--all of which are increasingly important given the wide array of outside influences, not all of them positive, that face young people today. Once viewed as a natural process that took place in the immediate or extended family, mentoring has become an increasingly popular strategy for enhancing the academic, social and emotional development of middle and high school students, particularly those at risk of underachievement. Today, there are nearly 5,000 volunteer-based youth mentoring programs operating nationwide, sponsored by government agencies, school districts, businesses, universities, professional organizations and nonprofit groups. Such programs give students stronger incentives for staying in school, avenues for exploring education and career paths, exposure to positive social norms, and access to the guidance and support of a caring adult. But research also provides evidence of the potential adverse effects of programs targeting at-risk youth that are poorly designed and managed. Mentoring relationships cut short by unclear or conflicting expectations, lack of support and other problems "may do more harm than good." This issue of "The Progress of Education Reform" focuses on: (1) an overview of different types of mentoring programs; (2) benefits and potential adverse effects of mentoring programs; and (3) mentoring as part of school wide reform efforts. Summaries of four articles on mentoring and links to other Web sites are also included.

Notes:Weiss, S. (2006). Access to Supportive Relationships is Critical for Students at Risk of Underachievement. Education Commission States, 7(2) 1-4 Este artculo enfatiza la importancia de la mentora acadmica y los resultados positivos que tiene en los estudiantes. Pero no solamente seala lo bueno, sino que tambin destaca que la mentora puede ser negativa si no est bien organizada y manejada. Como parte del artculo, se encuentran tres links adjuntos de investigaciones sobre mentora y las recomendaciones para que el proceso de mentora sea exitoso. El artculo tambin destaca la importancia de la participacin de familiares en el proceso de mentora ya que el apoyo familiar es una herramienta esencial en el proceso.Los tres reportes de las investigaciones coinciden en que la participacin activa de los maestros/as y de los padres, madres y familiares es una herramienta clave para un programa de mentora exitosa ya que estos brindan apoyo emocional al estudiante y hacen que el proceso sea uno ms llevadero para el estudiante.Attachments 2 articulo (2).pdfCARES: Mentoring through University OutreachTypeJournal Article

AuthorPetersen, Kari K. Bergerson, Amy Aldous

URLhttp://eric.ed.gov/?id=EJ905392

Pages21

ISSNISSN-1534-6102

Date2009

LanguageEnglish

AbstractThis study examined whether a university outreach program featuring peer mentoring and offering a social support network can impact college-going aspirations. Study participants were middle school students of color and low SES students and their university student mentors. Purposeful selection was used to identify six mentors and six proteges and match them by race/ethnicity. The program involved weekly mentoring sessions and four campus visits. At the end of the CARES project, proteges expressed changes in postsecondary aspirations, attitudes about learning, educational plans, and ability to overcome negative educational socialization. Mentors experienced growth and motivation as a result of working with proteges. The bidirectional nature of the program's impact on mentors and proteges is highlighted. America's racial and ethnic minorities have been and continue to be grossly underrepresented in higher education and in almost all occupational fields that require a college education. ("Attinasi 1989", "247"). (Contains 1 table and 2 endnotes.)

Short TitleCARES

ArchiveERIC

Attachments EJ905392.pdfCollege Access Expectations among Young People from Low-income Sectors in BogotTypeJournal Article

AuthorMoneada-Jaimes, Lina Zoraya Lpez-Pino, Carmen Marina

RightsLpez , C . M. y Moneada , L . Z . (2012) . Expectativa s d e acces o a l a universida d e n lo s Jvene s d e sectore s populare s d e Bogot . Educ . Educ . Vol . 15 , No . 3,383-409

Volume15, No . 3,383-409

Pages28

PublicationUniversida de La Sabana, Colombia

Date06-26 2012

LanguageEspaol

AbstractEl artculo indaga por las estrategias de los jvenes de sectores populares de la localidad de Usme en Bogot para ingresar a la universidad. Mediante mtodo cualitativo, se realizaron entrevistas y grupos de discusin con los graduados y encuestados por Romero (2009) que afirmaron desear ingresar a la universidad cuando estaban prximos a terminar el bachillerato. La investigacin hall que las aspiraciones, aun cuando son importantes para adelantar estrategias encaminadas hacia el ascenso de la pirmide educativa, no son el principal motor puesto que el origen social y la regulacin del campo educativo son determinantes tanto en la materializacin de sus expectativas como en produccin de habitus y prcticas orientadas a su logro. Se encontr, adems, que los estudiantes que logran ingresar a la universidad adelantan sus estudios en el marco de un proyecto familiar para lo cual deben adelantar tres estrategias: asumir el proyecto como un compromiso familiar, desestimar la ausencia o debilidad de capitales que los respalda, y apostarle al esfuerzo, ya que el acceso a la universidad supone una carrera de obstculos.

Short TitleEstudiantes Bajos Recursos en Bogot

Notes:Este artculo nos presenta la continuacin de una pre-investigacin educativa en Colombia, que busc conocer aquellos aspectos que incidan en la baja cantidad de estudiantes de bajos recursos en las universidades. De los elementos ms fundamentales que los investigadores encontraron fue que no solo las aspiraciones del sujeto eran las que lo llevaran a lograr su meta, sino que aspectos ms slidos: como el compromiso familiar, la economa y un plan educativo eran los pilares de un final exitoso a nivel universitario. Una de las posibles limitaciones que puede tener este artculo es que slo se pudo acceder a una poblacin que estaba disponible, tal como un estudio de caso. No se logr entablar contacto con aquellos casos de xito universitario por la falta de accesibilidad que tenan como resultado de sus estudios y trabajo.Determinantes de las tasas universitarias de graduacin, retencin y desercin en Puerto Rico: un estudio de Caso^TypeJournal Article

AuthorHoracio MatosDaz

Pages21

Datejunio de 2009

AbstractEn este estudio se modelan las probabilidades de graduacin, desercin y retencin en la Universidad de Puerto Rico en Bayamn. Con este propsito, el expediente acadmico de cada uno de los 17,814 estudiantes admitidos durante los aos acadmicos de 1995-96 a 2005-06 se rastrea hasta el ltimo semestre del perodo y se determina su estatus acadmico: graduado, trasladado, activo, suspendido, dado de baja total o desertor. Basados en la proporcin de estudiantes que pertenecen a las primeras tres categoras, se evidencia un limitado desempeo institucional, pues slo un 44 por ciento tuvo una ejecucin acadmica exitosa. Las probabilidades de graduacin, retencin y desercin de los estudiantes varan a travs del tiempo y estn significativamente infiuidas por su gnero, sus programas acadmicos, as como por las escuelas y las universidades de donde proceden.

Attachments Determinantes de las tasas universitarias de graduacin, retencin y desercin en Puerto Rico un estudio de Caso.pdfEl estudiante recin llegado en el escenario universitarioTypeJournal Article

AuthorMara Encarnacin Ramirez Blanca Luca Cardona

AuthorMartha Berenice Tamayo

Volume8, No.2

Pages14

PublicationREVISTA LASALLISTA DE INVESTIGACIN

Date2009- 2010

LanguageEspaol

AbstractEste artculo da expone los resultados de la investigacin del estudio titulado El estudiante recin llegado al Escenario Universitario. Objetivo. Abordar comprensivamente la experiencia de ser y hacerse universitario vivida por los estudiantes de primer ao de la Facultad de Fisioterapia de la Universidad CES en la ciudad de Medelln, Colombia. Metodologa. Este es un estudio cualitativo trabajado en el marco de un enfoque hermenutico, que se fundamenta conceptualmente en aportes de la filosofa poltica de corte arendtiano, la filosofa de la experiencia desde Larrosa y Skliar, la perspectiva de la alteridad con Mlich y Levinas, y la pedagoga crtica de Giroux, en el que se utilizaron como estrategias metodolgicas entrevistas grupales, grupos focales y narrativas de experiencias de los jvenes. Resultados. El anlisis gir en torno al contexto institucional y al sujeto en formacin como ejes de discusin, y se configuraron, en el primero, dos categoras: la concepcin del escenario universitario y la cultura universitaria, y en el segundo: la tramitacin de tensiones entre cambio y permanencia, y los modos de interaccin con el ethos universitario, con sus respectivas tendencias. Conclusiones. Se encontr una clara diferencia entre retencin y permanencia del estudiante en la universidad; esta permanencia se puede promover y facilitar con el establecimiento de un proceso de induccin acogedora y hospitalaria, con el mejoramiento de estrategias comunicativas y la promocin de su desarrollo, y con la creacin de condiciones para el establecimiento de redes acadmicas y sociales.

Tags: Acogida Cultura universitaria Desercin Escenario Universitario Recin llegados TransicinAttachments El estudiante recin llegado en el escenario universitario.pdfExpanding Access and Opportunity: The Washington State Achievers ProgramTypeJournal Article

AuthorGorgol, Laura Ramsey, Jennifer

URLhttp://eric.ed.gov/?id=ED509889

Pages24

Publication2010

Extrahttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=e01739bc-5ccc-4b67-8764-5a7e49185c45%40sessionmgr114&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=ED509889

LanguageEnglish

AbstractIn 2001, the Bill & Melinda Gates Foundation launched a 10-year, multi-million dollar initiative, the Washington State Achievers Program (WSA), to increase opportunities for low-income students to attend postsecondary institutions in Washington State. The Bill & Melinda Gates Foundation granted funds to the College Success Foundation (CSF), formerly the Washington Education Foundation, to execute a multifaceted strategy to address both the academic and financial barriers to postsecondary education and increase the numbers of students entering postsecondary education. The program targeted 16 high schools in Washington that had large populations of low-income students. In addition to providing scholarships for students, the schools implemented school-level reforms by adjusting the curriculum to match the requirements for entrance to a four-year institution and creating smaller school communities. Each year, approximately 500 high school students (hereafter referred to as achievers) were expected to receive financial support, one-on-one mentoring, and other assistance. To date, more than 5,000 students have received scholarships from the WSA program; by the program's end in 2016, the Bill & Melinda Gates Foundation will have contributed nearly $128.6 million in scholarship and school reform funding. It is clear from the earliest research that the achievers have positive outcomes compared with non-recipients. Their outcomes put them on par with students from the highest socio-economic quartile nationally. They had fewer financial concerns, were more likely to attend selective institutions, and were actively engaged in their local and national communities after graduation. (Contains 1 table, 5 figures, and 16 footnotes.) [This report was prepared for the Bill & Melinda Gates Foundation.]

ArchiveERIC

Attachments EXPANDINGACCESS.pdfFACTORES FAMILIARES QUE APOYAN EN LA FORMACIN PROFESIONAL DE LOS ESTUDIANTES UNIVERSITARIOSTypeJournal Article

AuthorSelene Ivette Corral Baldenebro Lidia Amalia Z allas Esquer

AuthorFrancisco Aln Espinoza Zalla Francisco Espinoza Morales

AuthorLeticia Mara Gonzles Velzquez

URLhttp://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e956159c-1b22-45e6-b803-06473c1ea474%40sessionmgr4002&vid=2&hid=4112

Volume9

Pages7

PublicationGlobal Conference on Business and Finance Proceedings

Date2014

LanguageEspaol

AbstractEl estudio sobre factores familiares que apoyan en la formacin profesional de los estudiantes universitarios es un tema de creciente inters en el mbito familiar y educativo, para tomar medidas de prevencin para evitar la reprobacin o des ercin escolar. Los factores econmicos, afectivos y escolares son muy importantes para que los estudiantes logren sus metas. La familia y la escuela deben de apoyar a los estudiantes universitarios. El propsito fundamental que dio origen a este estudio f ue conocer los factores familiares que apoyan en la formacin profesional de los estudiantes universitarios. Participaron163 estudiantes de primer ingreso de tres instituciones de Educacin Superior de Navojoa, Sonora: Universidad de Sonora Unidad Regional Sur, ITSON, UPN 262. El diseo de esta investigacin fue no experimental, transversal exploratorio usando como instrumento de recoleccin de informacin el cuestionario. Para el procesamiento y anlisis de informacin se utiliz el paquete estadstico SP SS versin 21. Los factores familiares que apoyan en la formacin profesional de los estudiantes universitarios son: la motivacin de los padres para que sus hijos sigan una carrera universitaria, mantienen una buena relacin familiar entre ell os, los padres apoyan econmicamente a los jvenes para que logren sus metas, algunos de los aspectos desfavorecedores es que los padres son de escasos recursos, no tienen estudios universitarios, algunos viven en comunidades pequeas fuera d e la ciudad y los alumnos se tienen que trasladar en autobs, uno de los problemas enfrentan los estudiantes es el estrs.

Tags: Apoyos Formacin Personal Bajos Recursos Estudiantes Universitarios FamiliaNotes:Este estudio nos presenta, en esencia, aquellos aspectos familiares que fomentan que el estudiante universitario haga estudios y persevere a lo largo de la jornada estudiantil. Entre los factores ms importantes se encuentran: el apoyo de los padres, factores econmicos y afectivos. Algunas de las limitaciones que podemos encontrar es la baja cantidad de estudiantes que fueron entrevistados. Adems, la presencia de mujeres fue escasa, o al menos no especifica que hubo. Entre los factores que inciden en la reprobacin se encuentran el estrs, problemas econmicos y la distancia de la universidad a su lugar de procedencia.Attachments investigacion 1.pdfFirst GenerationTypeJournal Article

AuthorColeman Tucker, Geri

URLhttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=fa2eb754-6e00-4df5-8cb4-c06be1237a71%40sessionmgr110&vid=2&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=tfh&AN=94805123

Publication3/7/2014

ISSN0009-5982

LanguageEnglish

AbstractThe article discusses academic and social support programs at U.S. colleges and universities that are designed to support first-generation college students. Topics discussed include the number of first-generation college students who are minorities, children of immigrants, or low-income; schools, such as U.S. Knowledge is Power Program (KIPP) charter schools, that teach elementary and middle school students about college; and peer-to-peer groups that help first-generation college students.

Intervencin para mejorar el rendimiento de estudiantes de primer ao de Medicina en riesgo de fracaso escolar.TypeJournal Article

AuthorJos R. Molina Garca Silvia Mara Enrquez Vilaplana

AuthorJorge Flix Massani Enrquez

Pages10

PublicationRevista Cubana de Educacin Medica Superior

LanguageEspaol

AbstractOBJETIVO: disear e implementar un conjunto de acciones docentes para mejorar el rendimiento de estudiantes con pobres resultados al inicio del trimestre del primer ao de la carrera de Medicina y valorar sus resultados. MTODOS: se realiz una intervencin que contempl la asignacin de un estudiante de alto rendimiento como monitor, as como un conjunto actividades especiales sobre estos estudiantes en riesgo. RESULTADOS: hacia el final del trimestre 21 estudiantes (88 %) haban mejorado sus calificaciones en las evaluaciones frecuentes y todos haban aprobado el examen final ordinario de la asignatura. Se constat una valoracin positiva y satisfaccin con la intervencin. CONCLUSIONES: el plan propuesto podra constituir un modelo de atencin a estudiantes del Nuevo Programa de Formacin de Mdicos Latinoamericanos con alto riesgo de fracaso acadmico.

Tags: Atencin a Particularidades Estudiante Intervencin Docente Rendimiento docente Riesgo acadmicoNotes:Este plan nos brinda informacin de cmo, viendo la constante de estudiantes latinoamericanos que fracasaban en su primer ao de medicina, deciden crear un plan piloto para impactar positivamente a esta poblacin en riesgo de fracaso escolar. A groso modo, el plan consta de asignar un "tutor"" de alto rendimiento, es decir, un estudiante superior en promedio para que acompae a aquel que est en mayor riesgo. Tambin se foment el trato individual con sus profesores para poder dar seguimiento personalizado al estatus del estudiante. Dicho proceso arroj que hubo una mejora de 88% en las calificaciones de estos estudiantes y un 100% en las aprobaciones de los exmenes generales. El documento no presenta si hubo una investigacin previa en dicha poblacin.Attachments Medicina.pdfMentoring: A Decade of Effort and Personal Impact.TypeJournal Article

AuthorBohannon, Sheila M. Bohannon, R. Larry

PublicationJanuary 1, 2015

ISSN00118044

Extrahttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=79ca4075-eaed-4ca3-85f5-114cde3bc1c3%40sessionmgr112&vid=2&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eft&AN=100605725

LanguageEnglish

AbstractThe authors describe a mentoring program that began more than 10 years ago in a midsized rural community in the southeastern United States. They share the goals and development of the program and offer recommendations for others interested in mentoring. Feedback from a student who was involved in the original project provides insight into the kind of personal impact that mentoring may produce.

Attachments CARE.pdfMentoring and target-setting in a secondary school in England: an evaluation of aims and benefitsTypeJournal Article

AuthorMike Younger

AuthorMolly Warrington

Volume35

Pages169-185

PublicationOxford Review of Education

DateApril 2009

AbstractThis paper reflects upon the nature of a target-setting and mentoring scheme in an 1116 school in England, through a series of retrospective interviews with students who continued into further education. It considers the extent to which the initiative impacted both upon students formal academic achievement at 16+ and upon the subsequent longer-term aspirations of these students. Interviews with students who achieved considerable value-added in their GCSE examinations suggested that the impact of mentoring was strongest amongst those students who came from homes where there was less expectation of them participating in further and higher education, and that this effect was not differentiated according to gender. The paper suggests that longer-term transformation of students aspirations, and the challenging of gendered course and career stereotypes, will only be achieved if schools adopt a more holistic and proactive approach to careers education and to widening participation for their students, and that the absence of such proactivity will limit the longer-term gains initiated by successful mentoring activities.

Notes:Younger, M. M. (2009). Mentoring and target-setting in a secondary school in England: an evaluation of aims and benefits. Oxford Review Of Education, 35(2), 169-185.Esta investigacin se llev a cabo en Inglaterra y cuenta con varias a entrevistas a estudiantes que luego de haber terminado la escuela, decidieron seguir con sus estudios. En la entrevista participaron 33 mujeres y 36 hombres. Segn los resultados de la entrevista se demostr que la mentora acadmica que recibieron estos estudiantes en la escuela fue un factor importante que facilit el proceso de acceso a la universidad puesto que los mentores ayudaron a los estudiantes a aspirar a la universidad y los hicieron sentir ms seguros de s mismos.Lo importante de la mentora es que te da mltiples beneficios que contribuyen durante toda la vida. Los estudiantes en la entrevista de esta investigacin as lo demuestran. Por otro lado se recalca la importancia de implementar programas de mentora en las escuelas para guiar a los estudiantes, puesto que la mentora acadmica los apoya durante la escuela y fomenta la bsqueda de carreras universitarias.Attachments 5 articulo.pdfMentoring Approaches to Create a College-Going Culture for At-Risk Secondary Level StudentsTypeJournal Article

AuthorRichard Radcliffe

AuthorBeth Bos

Volume39

PublicationAmerican Secondary Education

AbstractBased on NAEP data, many adolescents may not be adequately prepared for postsecondary education. This is a Year Five report from a seven-year longitudinal study of a student cohort starting in sixth grade year (n=50). It uses a quasi-experimental design, and collects data from surveys, interviews, and reflective statements to evaluate mentoring strategies and outcomes. Year Five findings suggest that improvements in students college perceptions, state mandated test scores, and high school perseverance may be associated with mentor-led initiatives including college visits, goal setting, tutoring, career investigations, role model presentations, writing projects, and presentations about college preparation and life. Reports

Notes:Radcliffe, R., & Bos, B. (2011). Mentoring Approaches to Create a College-Going Culture for at-Risk Secondary Level Students. American Secondary Education, 39(3), 86-107.Este artculo presenta un estudio longitudinal de siete aos sobre mentora en escuelas con el propsito de crear un college-going culture entre los estudiantes. En el proyecto participaron estudiantes de sexto grado hasta cuarto ao de escuela pblica y de bajos recursos econmicos. Todas las actividades de alcance se dividieron por grado dependiendo de las necesidades de los estudiantes. Actividades tales como, visitas a universidades, presentaciones de modelos a seguir, investigacin de carreras universitarias, charlas de estudiantes universitarios, proyectos de escritura y tutoras fueron algunas de las actividades ms importantes que se llevaron a cabo en el proyecto. La conclusin de la investigacin es que muchos de los estudiantes cambiaron su percepcin de la universidad a una ms positiva.Recibir mentora acadmica es una parte esencial de nuestra educacin y bien queda demostrado en los resultados de esta investigacin longitudinal. El objetivo de la investigacin era empezar a dar mentora acadmica desde escuela intermedia y superior puesto que mientras ms temprano el estudiante reciba ayuda de un mentor o mentora, mejores sern las posibilidades de que el estudiante aspire a estudios en la universidad. La mentora acadmica debe formar parte integral en diversos niveles educativos.Attachments 4 articulo.pdfMinority Student Perceptions of the Impact of Mentoring to Enhance Academic Performance in STEM DisciplinesTypeJournal Article

AuthorNedunuri, K. V. Kendricks, Kimberly D.

AuthorArment, Anthony R.

URLhttp://ojs.jstem.org/index.php?journal=JSTEM&page=article&op=view&path[]=1783&path[]=1524

Pages9

ISSN1557-5284

Date2013

Extrahttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=dfb72e96-dfac-44b0-a1b0-9d649daa7476%40sessionmgr115&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ1006883

LanguageEnglish

AbstractThe Benjamin Banneker Scholars Program (BBSP) was designed at an HBCU to increase the academic performance, retention, and graduation of minority students in science, technology, engineering and mathematics (STEM). At the end of each academic year, students completed a BBSP Post-Program Satisfaction Survey. Each year Mentoring was consistently rated as having the largest impact on their academic performance. This repeated result led to the hiring of an external STEM program evaluator to assess students' perceptions of the mentoring component of the BBSP. This paper discusses the mentoring model, the positive impact students felt mentoring had on their academic performance, supporting data, faculty mentors' perceptions of mentoring, and the evaluator's survey results of the program's mentoring component.

ArchiveEBSCO

Attachments ContentServer.pdfOvercoming Obstacles to Preparing for College: Perspectives from a Rural Upward Bound ProgramTypeJournal Article

AuthorJohn Maddaus

Pages30-37

PublicationNational Rural Education Association

ISSN0273-446X

LanguageEnglish

AbstractThis research study examines the major obstacles low-income rural youth face in preparing to attend college and how to overcome these obstacles through the participation in an Upward Bound program. The data for this study are from a single-site of the regular ("Classic") Upward Bound program at a public university in a rural New England state and include surveys and interviews with students, guidance counselors, and parents and/or guardians of Upward Bound students. The results of this study indicated that there are two primary barriers that low-income rural students face in preparing for college: financial and social. Students and parents considered applying to the program not only for academic reasons but also for financial and social reasons. Once enrolled in the program, rural students began to benefit academically, financially, and socially. The retention rate at this public university is significantly higher than the national retention rate reported by Mathematica Policy Research, Inc. Several recommendations for practice for rural Upward Bound programs and high schools serving rural Upward Bound-eligible students are included.

Notes:Grimard, A., & Maddaus, J. (2004). Overcoming Obstacles to Preparing for College: Perspectives from a Rural Upward Bound Program. Rural Educator, 25(3), 30-37Upward Bound es un programa de mentora que lleva 50 aos impactando a estudiantes de escuela intermedia y superior de escasos recursos econmicos que sean de primera generacin para que estos obtengan acceso a la universidad y completen sus logros acadmicos. Este artculo explora los diferentes obstculos que impiden al estudiante continuar con sus estudios en la universidad y cmo el programa de mentora Upward Bound ayuda a estos estudiantes a sobrepasar estos obstculos a travs de las diferentes actividades de alcance como sus programas de verano, tutoras y consejera estudiantil. Los dos obstculos que se identificaron en el estudio fueron: econmico y social. Elartculocuenta con una serie de entrevistas a estudiantes, padres y consejeros.El programa Upward Bound no solamente le da al estudiante apoyo acadmico y social sino que tambin les brinda la ayuda econmica ofrecindole al estudiante trabajo. Lo innovador de este programa es que le brinda muchas oportunidades y le da soporte al estudiante en muchos aspectos de sus vidas. Por otro lado es un programa que lleva trabajando con estudiantes de bajos recursos econmicos por muchos aos por lo tanto cuenta con una organizacin muy buena.Attachments 6 articulo.pdfRetention through Research: Sitting Bull College Builds STEM Program around Research ExperiencesTypeJournal Article

AuthorGuinn, Jeremy E.

URLhttp://www.tribalcollegejournal.org/archives/3182

ISSN1052-5505

AbstractIn 1996, faculty at Sitting Bull College (SBC, Fort Yates, North Dakota) developed its Environmental Science (ENS) Program, basing it on the scientific method and techniques students would need for employment in environmental technician positions with local and tribal agencies. Over the course of 15 years, this employment-based training evolved into research-based training that also requires all students in the Environmental Science Department to conduct and defend a full research project for graduation. This requirement was not only well received but has led to many unexpected benefits for the program. Research and presentations are a core part of the ENS Program and enhance a student's organization, professionalism, and critical thinking skills. SBC currently offers four distinct research programs that provide stipends to allow students the opportunity to conduct individual research projects. These include: (1) Semester Research Courses; (2) Summer Research Experience for Undergraduates (REU); (3) Native Undergraduates Tropical Research Opportunities (NUTRO); and (4) North Dakota Office of Experimental Program to Stimulate Competitive Research's Nurturing American Tribal Undergraduate Research and Education (EPSCoR's NATURE).

Attachments Retention through Research.pdfThe Brotherhood: Empowering Adolescent African-American Males Toward ExcellenceTypeJournal Article

AuthorShelby Wyatt

Volume12

Issue6

Pages463-470

ISSN1096-2409

DateAug2009

LanguageEnglish

AbstractA review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success. [ABSTRACT FROM AUTHOR]

Notes:Wyatt, S. (2009). The Brotherhood: Empowering Adolescent African-American Males Toward Excellence. Professional School Counseling, 12(6), 463-470.Este artculo presenta una investigacin sobre la efectividad del programa de mentora acadmica llamada The Brotherhood dirigida a estudiantes hombres afroamericanos. El objetivo del programa era la bsqueda de excelencia entre esta poblacin. Los estudiantes se reunan luego de salir de la escuela por 30 semanas durante un ao acadmico. Alguna de las actividades que se llevaron a cabo en el proyecto fueron: visitas mensuales a universidades o excursiones culturales, colaboracin del desarrollo de metas y objetivos y tutoras en pares. Los investigadores llegaron a la conclusin de que en efecto, el programa ayud a desarrollar la motivacin de los estudiantes a seguir con sus estudios en la escuela y ms adelante en la universidad.Lo interesante de este proyecto es que su enfoque es exclusivamente para hombres afroamericanos que han demostrado que son susceptibles a ser desertores escolares, lo que provocara en un futuro que estos no aspiren a estudios en la universidad. En la investigacin se demostr cmo la mentora acadmica hizo un gran cambio en las vidas de estos estudiantes pues lograron que estos se motivaran y cambiaran sus percepciones hacia estudios universitarios.Attachments The Brotherhood.pdfThe Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving StudentsTypeJournal Article

AuthorGeri Salinitri

Date2005

AbstractIn this two-year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first-year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first-time students with similar programs of study and exiting secondary school averages (i.e., < 75%). In written comments, students suggested program satisfaction and noted its effectiveness.

Attachments The Effects of Formal Mentoring on the Retention.pdfUnderstanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors.TypeJournal Article

AuthorTiffany R. Wang

URLhttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=b3723a27-f59f-4f47-8e56-63d8c8dd0100%40sessionmgr114&vid=0&hid=109&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=80441380

VolumeVol. 61, No. 4

Pages24

ISSNISSN 0363-4523

DateOctober 2012,

LanguageEnglish

AbstractThe current study examined the memorable messages first-generation college students received from their on-campus mentors about college and family. Accordingly, 30 first-generation college students shared mentors' memorable messages during in-depth, semistructured, responsive interviews. Four hundred sixty-seven pages of transcripts were analyzed for emergent themes. First-generation college students' voices revealed five college memorable messages themes including (a) pursuing academic success, (b) valuing school, (c) increasing future potential, (d) making decisions, and (e) support and encouragement. In addition, three family memorable messages themes emerged, including (a) comparing and contrasting, (b) counting on family, and (c) recognizing the importance of family. [ABSTRACT FROM PUBLISHER]

Attachments Mentoring Family.pdfWHAT ARE THE MOTIVATIONAL FACTORS OF FIRST-GENERATION MINORITY COLLEGE STUDENTS WHO OVERCOME THEIR FAMILY HISTORIES TO PURSUE HIGHER EDUCATION?TypeJournal Article

AuthorPinder, Patrice Juliet Blackwell, Edith

URLhttp://web.b.ebscohost.com.ezproxy.cayey.upr.edu:2048/ehost/detail/detail?sid=e1c733b5-b554-44f0-a2bf-786ddf3385d0%40sessionmgr111&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eft&AN=96336710

PublicationSpring 2014

ISSN01463934

AbstractThe pathway to college is not equal for all students. Students from low socioeconomic backgrounds and minorities often face difficult challenges in trying to obtain a college education. Thus, this study utilized a qualitative grounded theory approach to explore and to understand how first-generation minority college students are motivated to overcome their family histories to achieve a college education. The study consisted of two groups of participants. The first group, the central group of focus, was made up of three first-generation college students. The second group, the comparison group, consisted of two third-generation college students. Semi-structured interviews conducted in person and online were pivotal ways in which data were collected. After data collection, the data were transcribed, coded, and emergent themes identified. Results of the study revealed that first-generation college students, unlike the third-generation college students in this study (the comparison group), were not encouraged by family to attend college but their inner drive to attend college to achieve a better way of life for themselves led to them being the first in their families to attend and to graduate from college. In light of the findings of this study, it is suggested that teachers become mentors who can encourage students, particularly, minority students to attend college.

What do Students Learn from Participation in an Undergraduate Research Journal? Results of an AssessmentTypeJournal Article

VolumeVol. 2

Pages32

ISSNISSN 2162-3309

AbstractINTRODUCTION Undergraduate research journals provide students with an opportunity to disseminate their work while learning about the scholarly publishing process. The opportunities to learn about scholarly communication have been demonstrated, but such journals also offer a means of helping students attain necessary information literacy competencies. By partnering in the publication of undergraduate journals, libraries can further strategic goals related to information literacy and establish a connection between library publishing and student success. This paper reports on an assessment of the Journal of Purdue Undergraduate Research (JPUR) that was designed to evaluate student learning outcomes and demonstrate connections between journal participation and student success. METHODS The assessment plan included all student and faculty stakeholder groups. Online surveys were distributed to primary stakeholder groups annually for three years; students who attended workshops were asked to complete evaluations; and web metrics were collected. RESULTS The findings indicated that students experienced gains in learning as a result of writing an article, writing a research snapshot, or mentoring a student author. Because of their involvement with JPUR, student authors intended to publish articles in the future. JPUR influenced career decisions. Faculty were motivated to continue to act as mentors for undergraduate research. DISCUSSION & CONCLUSION The assessment showed that student authors benefitted from experiencing the full spectrum of the scholarly publishing process. Notably, students gained knowledge of important information literacy concepts. These learning gains and the demonstrated influence of JPUR on student career and scholarly aspirations clearly show that publication of an undergraduate research journal supports university priorities for student success as well as the Libraries strategic priorities of information literacy and scholarly communication. It is recommended that other institutions that are publishing undergraduate journals undertake similar assessments, which will further establish the value of such publications.

Attachments What do Students Learn from Participation in.pdf